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Dyad 5 : Digital Common Planning Time (DCPT)
Authors: Susan Unger and Patty Murtagh
The purpose of this project is to improve communication and collaboration among special education staff. Please click below to view the project. Dyad 5
Course Assignment:
Cool Tools Application Plan: Describe the tools and imagine specific application that could be relevant to your learning environment. Describe a lesson or unit plan in which you put at least one of these tools into action as an instructor and foresee having your students (or learners) engaging in activities using these tools for content specific learning.
Cool Tool Review
Opportunities:
Storybird is a digital tool that is mainly utilized as a storytelling device. It can be accessed at http://storybird.com/accounts/signup/. For a minimal fee, created story books can be shared on IPads, published, and printed. Several different accounts are available for students, teachers, and classrooms and a basic account can be installed with no cost. Stories can remain private however publication on social networks is a feature available. Students/authors can compose narrative pieces and illustrate the book by clicking and dragging from an art gallery. Students can work independently or collaboratively on projects using a simple editing feature. Students at various levels can participate and do not necessarily have to be proficient in literacy. Students can use the artwork and verbalize the story line. Organization, coherence, transitioning, and sequencing can be instructed using the editing feature that removes and inserts slides within the page book. Storybird provides a platform for using literary terminology and review. Storybird can provide an exciting alternative in learning and complement lessons in prescribed reading programs, personal literacy plans, and language instruction. Storybird could be used in ESL programs as a medium for storytelling and curating. In utilizing Storybird, educators can effectively address components of the common core standards.
Limitations:
As I considered the potential of Story bird with secondary language learners, I began to think of the advantages bilingual text could provide. Boardmaker is an augmentative device that interprets pictures in many languages. A similar feature for Story bird could benefit ESL classes or foreign language classes. Overall text selection and editing was limiting. I often use these features for emphasis, variation, and exaggeration. The art gallery was limited in choices and styles. During the workshop someone inquired about inserting art and regrettably the response was negative. This seemed unfortunate since student art work could be used. In considering the various types of literature, the selection of art seemed limited in genre. In concluding on a positive note, I was happy that I was able to navigate Storybird on my IPad and laptop with similar ease. In other cool tool workshops, this was not the case (something to do with incompatibility with Java language).
Application:
Using the Flower Model the projected learner outcome would be to develop willful writers with published material that go beyond proficient and extend to community with the purpose of raising funds for summer camp and increasing special education awareness and support.
Cool Tool Storybird Storytelling.
Storybird is easy to use and is an engaging platform for special education students. The students can choose artwork and create a storybook with text that they curate and publish. Another feature is a fundraiser campaign that includes distribution and sales of the finished product. This feature would allow a business /math component to be included into our studies while providing funds and awareness for my students. Imagine the sense of accomplishment students would achieve given this platform. Learner: Ninth grade IR (intensive resource) English class. Students have low average scores in writing with written scores at fifth grade level ability and poor editing skills. Students are generally artistic and like computers. Background knowledge include training in use of V&V structure cards (Visualize and Verbalize) for enhancing length and content to sentences. Students have been trained in Framing Your Thoughts for producing syntactic structures that support complete sentences. Students participate in card activity and produce spoken sentences however the transfer of skills sets to written expression has been difficult. Self: co-taught by special educator (teacher of other IR subject content areas) and speech therapist, myself. Standards: The learner outcome on the students’ IEP: is [W-9-1] Students demonstrate command of the structures of sentences, paragraphs and text by using the general conventions of writing on a variety of topics. Purpose: Students will be able to transfer the acquired knowledge of FOT and V/V by Lindamood for writing cohesive sentences and paragraphs when creating and synthesizing a short story using Storybird as the medium. Grammar, descriptors, and predicate expanders will be identified in the story. Editing of story will be complete prior to publishing. Us of literary terms, discussion of authorship. Sharing of story and literary review resembling a reading club will be a culminating social event. Pre-planning stage for selling and distribution of books will be carried into math class. Assessments: Assess baseline for 6 /12 structure cards, most visual and concrete (what, color, size, movement, shape, where). Assess for symbol knowledge of frames (i.e., subject, predicate, descriptors, and 2/4 of predicate expanders (i.e., where and when) using checklist. Use a modified writing rubric for special education population (1-5 with 3 proficient: two drafts with peer collaboration and brainstorm-“think, pair and share”). Product: Publish story for sharing with class, school, family and community. Also, plan fundraiser using math class time targeting a launch during autism awareness week for the purpose of raising funds for field trips and/or summer program. Community: Middle and High School and school community. Task: When activating metacognition thoughts and right and left brain thinking with structure cards, students will identify images producing words that connect with Storybird photo gallery and compose a series of 4-6 verbalizations edited by FOT framework (use FOT edit checklist). Text : Checklists, cards, model story of finished Storybird, literary terms ( word wall), rubrics. Pedagogy: Framing Your Thoughts and Lindamood Verbalize and Visualize, graphic supports, transition words cueing for page numeration. “Think, pair and share” brainstorm with peer edit in the form of “What If?” and “What else?”and “KWL” (graphic organizer) . Tools: Storybird cool tool, structure card prompts using words or colored blocks, checklists, group and peer review, checks and drafts. Literary terms and reflections in group discussions similar using a bbok club model provided by You Tube presentation of Oprah 2.0 digital book club.
My first definition from first day of institute was not posted in “Amazing Narratives” due to a technical issue. Therefore initial copy is pasted below from July 14, 2013. Definition of Digital Media Literacy: I believe digital literacy can be a safe place to learn and connect. Information in the form of text, sound, and symbols become meaningful and purposeful. Digital literacy seems to be a network of never-ending ending information; a new cultural phenomenon that can be liberating yet anxiety provoking. In an era of medical and technological advances, digital media affords life experiences that ordinarily could be a depravity for people afflicted by disability and illness or isolated by geographic boundaries. Digital media offers choices, perhaps too many. In light of this, digital media can be empowering but with critical pedagogy. I believe digital literacy to be a balance of information technology with a pedagogy that perpetuates critical analysis and creativity in an ethical manner.
Seven Questions:
1) Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
There were many cool tools and as I review the tools, I continue to get creative thoughts. I was registering for the speech and hearing conference in the fall and then I thought, my organization should have a google hangout so we can plan transportation, rooming, and strategize attendance to various workshops. As I created my lesson plan, I thought a digital book club would be a great idea for modeling reading review. Since attending the institute I am constantly finding ways to use digital tools in class and life. I had very little knowledge beforehand. My school had distributed I pads and software has been generously purchased (i.e., Inspiration and Wynn software). However training and technical support is lacking and materials and tools are not implemented. When I read “Enhancing Teacher Takeup of Digital Content” in Australian schools, I connected with the classifications of individuals as Techno-phobe, Techno- skeptic, Techno-phile and Techno-opportunist (Gaffney, 2010). Little is done administratively in examining these positions and therefore there is no digital balance in the school. The students suffer from this inconsistent model and curricula is not equitable. I hope in overcoming my phobia and tech skepticism, I can emerge as a digital leader sharing these tools with my colleagues. Every cool tool I attended at the institute can be used in my school. Also the collaborating and communication tools like wikispace, twitter, and Today’s Meet, for posting the cool and warm, now have a place in my digital inventory.
2) Now that you’ve had this professional development experience, how are you defining “digital literacy”? What is your personal perspective on digital literacy and how has your definition changed or evolved this week? Where possible, make specific connections to readings, conversations, or activities that were especially important to the evolution of your definition of digital literacy.
Digital literacy is a medium for creating, formulating, and restructuring knowledge. The effectiveness of the medium is mediated by the agent. The digital leaders such as the attendees at the institute have a responsibility for using this acquired knowledge for educating and maintaining inquiry that creates new learning in a meaningful manner. Dewey (1927) referred to productive inquiry as a deliberate seeking of what we need in order to do what we want to do what we need to do ( as cited by Hofer, 2009, p.485). The first phase of any inquiry is asking a compelling question. A good question has generality and a common purpose (Bowker, 2010). The agent asks the questions and navigates the tools for gathering and analyzing information. My initial definition of digital literary expressed the power of digital literacy and the overwhelming frustration. From my readings, persons afflicted with these feelings are referenced as a phobic and skeptic. Although I have never doubted digital tools, my lack of knowledge made me skeptical. In the institute several sessions focused on teaching students to question and analyze authenticity as part of their digital media research. Having listened to Doug Rushkoff and read “Narrative Collapse” in Present Shock, I believe the flow of information, in whatever digital media form presented, needs to be critically explored so that we do not succumb to “presentism” (Rushkoff, 2013). As agents we have a transformative responsibility when deciding on the use of digital media and the manner of which we respond.
3) How do digital literacies affect the way you think about academic content? Describe an example of how some specific academic content is affected by changes in the ways we read, write and think with digital media, texts, tools and technologies.
Academic content is effectively taught if students can access and express their learning. In our readings, Socratic teaching was challenged as an ineffective method of teaching questioning (Bowker, 2010). My training as a special educator included differentiated instruction and scaffolded instruction. In the institute, attendees were assigned a compelling question and were instructed to use a new digital media tool. The exercise incorporated linguistic skills, namely Bloom’s taxonomy. Personally this exercise promoted a reversed pyramid of learning and in seeing the end product before acquiring the means was a cognitively stimulating task. Digital literacies combined with this type of pedagogy was intellectually motivating and inculcated the questioning and learning process. The added benefit of collaborating and organizing the various inputs of text, tools and links challenged the traditional and mundane manner of which a learner reads, writes and thinks.
4) How do digital literacies affect teaching practices? What overarching considerations must teachers give, in general, to the interactions of digital literacies and how to teach? Now, focus on your own pedagogical practice. How will your new understanding of digital literacy affect the way you teach? Describe an example of how you will differently employ a specific teaching practice in your own content as a result of what you learned this week.
My teaching practices will include digital media as an alternative learning option for students when accessing and demonstrating knowledge. Since digital media in class instruction is fairly new to many teachers, discussion and design of curriculum needs to be aligned to standards. In our sessions and readings, rubrics and principles provided guidelines and criteria and can be extremely valuable for teachers in this process. The evidence based treatments and pedagogy practiced in my class room will continue to be implemented and generalized with these tools. Considerations, such as students’ preferences and abilities, will be accommodated and modified thereby being responsive to content and digital skills. Similarly digital tools will be interwoven in curricula and common language that are utilized in school practices. For example expository writing can be instructed using the Loilo Notes digital tool. Students can write directions given transition words (i.e., first, then, next, and finally) and complete a four to five step directional narrative. Students can create narrative using personal photographs and background sound. Students can share the pieces by connecting digitally with class mates. Traditionally this task would have been completed using paper, pencil, crayons and Polaroid photographs and duplication for sharing would have been time consuming and the moment of creativity and spontaneity can easily inhibit learning moments.
5) During the week, you were introduced to several concerns and practices around digital literacy, digital pedagogy, social networking, and student voice that are circulating among communities of educators, librarians, and youth media specialists. From your perspective, what promising practices show the most potential? Which specific concerns are most pressing? What key takeaways will you champion in your own work setting (s) so that together, you and your colleagues can (a) implement promising practices and (b) address issues of concern?
Reading text online requires students to employ different critical thinking and reflection. Students need to be thorough in researching websites so that the end product does not lack in analysis, reflection, connection, purpose, and authenticity. Responsiveness to community requires quality authorship and when students have this voice and demonstrate collaboration their message is empowering. The most promising practices are the willingness of educators such as the attendees at the summer institute and their dedication in inserting digital tools into the class room. The most pressing concerns is that digital education is not supported administratively and fiscally in the public schools. When Jonthan Friesem, an institute team member, asked Commissioner of Education, Debra Gist, about funds for digital tools in Rhode Island Public Schools, she validated the need however she did not offer a solution (Institute Panel, Wednesday, July 17, 2013). I met with Debra Gist after the panel discussion and I expressed the lack of administration involvement and leadership at the school level (personal communication, July 17, 2013). She kindly invited me to the Oct 5, 2013 technology conference in preparation of launching Project 24 and encouraged me to bring colleagues and administration from my school. I intend to tweet (using my newly acquired technology) and will accept and extend the invitation to my colleagues. In this manner I hope to address concerns and hope to increase the number of digital leaders by signing up and subscribing for Project 24.
6) Consider the list of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Practices, and Next Steps). First, briefly summarize 1-2 key insights you gleaned from each cluster of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Strategies, and Next Steps). Then, how do you see these insights connecting with ideas and experiences shared during the Institute (especially the Keynote and Digging Deeper Sessions)?
Digital Literacies in Context:
Doug Rushkoff, author of Present Shock, was a captivating speaker and storyteller, his summary video and interview with Colbert reflect his skills. He demonstrated reciprocity and spontaneity while conveying a meaningful message. Since 94% of conversation is conveyed nonverbally, I appreciate his narrative skills and continuously strive to teach these skills. In reading the first chapter of Present Shock, I am extremely concerned regarding “narrative collapse”. I am amazed by his interpretation of television shows and the parallels to time and not timing. Rushkoff explains “presentism” and the difference between time and timing and explores the nature of responsiveness. Doug Rushkoff’s expressed concerns regarding the need to urgently respond to digital media and to seek immediate gratification. I tend to agree with his definition of ADD and that it is a manifestation of overloading and overscheduling. I think teachers and parents need to consider this as an etiology. Although he discussed serious concerns, he expressed benefits of digital tools. For example, he successfully treated his post- traumatic stress disorder (PTSD) when he participated in an experimental virtual tool that reenacted a car accident from his past (Rushkoff, 2010) Finally, Rushkoff stresses that choices enacted by an agent are most important and transformative.
Generating questions:
As an educator I have been focusing on improving questioning as an effort for making good choices. I would like to use digital tools responsibly while encouraging critical inquiry. As a speech pathologist I have used “speech sabotage” which is similar to Socratic questioning. For instance, I would pose a question with multiple choice answers using a ridiculous answer as an obvious incorrect choice. According to Matt Bowker a question centered pedagogy is most effective in asserting critical thinking and problem solving ( Bowker, 2010). Grant Wiggins, after visiting Schools of the Future in NYC, witnessed the essential questions and concluded questioning is the goal in teaching (Wiggins, 2010). In Digging Deeper Sessions, Julie Coiro and Hiller Spires emphasized collaborative probing and brainstorming. For example students employed “think, pair and share” in inquiry based assignments and during the institute creative synthesis teams created a Storify which included individual perspectives. Both pedagogical tasks resulted in inquiry and more investigation. In the exercise, some of us were frustrated as we never resolved an answer but perhaps ending with inquiry was the objective.
Instructional Strategies:
Speech therapists consult with teachers and commonly recommend reauditorization, a strategy that appears consistent with the practice of “think aloud” that is used in reading online text (Coiro, 2011). Reauditorization provides validation of auditory information for both the listener and the speaker. Phonological looping is facilitated resulting in improved auditory recall and memory. In the learning process, auditory attention precedes comprehension and memory and thinking aloud is extremely reminiscent of specific metacognitive interventions. Muscle memory weaknesses presents as motoric apraxia (an inability for sequencing patterns for motor activity) and dysgraphia (a writing disability manifested in content and mechanics). Similarly auditory memory is comprised of neural pathways that can be strengthened by practices such as “think aloud”. Julie Coiro, author of “Reading as Thinking” has identified strategies and methods of instruction in a digital context that exemplify best teaching practices. Her strategies were meaningful and validate the needed intervention in the classroom.
Also instructionally relevant were the three activity models in the TPACK (Technology Pedagogy And Content Knowledge): knowledge building, convergent expression and divergent expression (Haris & Hofer, 2009). In particular the attention to understanding in respect to convergent and divergent expression models is constructive. Many times a class room proficiency assignment is extremely uniform and limiting. Consideration for the students’ preference of expression and uniqueness is extremely important when servicing a population of nonverbal learners and Asperger’s students. In these cases divergent expression recognizes and affords individual perspectives and can be a practical summative assessment. TPACK illustrates various modalities (visual and written) within the integration of technology with pedagogy and curriculum that can be utilized in education. As my students tend to be right brain thinkers, they need to access and express knowledge differently and TPACK affords this opportunity.
*If you are a graduate student, how do these readings connect to ideas in the literature base with which you are engaged?
*If you are a classroom teacher, librarian, or youth media specialist , what connections do you see among the readings themselves and to your experiences during the institute or in your own work setting.
My graduate studies have centered on social skills and self-regulation. Doug RushKoff’s views on the breakdown of narrative skills and “overwinding” validate my research, concerns, findings, and focus. Like Doug, I believe digital tools can be used negligently and responsibly and my intent is to learn and teach technology so that students and staff can practice digital use ethically and comfortably.
In many of the institute’s sessions, there were references to individual’s skill sets. At the Roots Café, Renee had us identify ourselves at the beginning and end of the week. I am a motivator and spirit leader. Another exercise required members to assume roles such as timekeeper, note taker, and provocateur. These roles naturally manifested when teams built a tower with limited resources (Marshmallow Exercise). As a teacher my responsibility will include teaching recognition and importance of individual’s talents for accomplishing teamwork and results. The institute provided and modeled strategies , such as “think, pair and share”, brainstorming, and inquiry, and enacted powerful voices and products. Likewise, I hope to achieve results with students and staff using these practices.
Next Steps:
There are many opportunities as a result of the digital institute. Personally, I have taken the initiative of introducing digital communication in my department and I have subscribed and invited colleagues to the Project 24 which is scheduled for October 5, 2013. As I emerge from being the techno-phobic and techno- skeptic (Gaffney, 2010), I hope to be a digital leader by modeling, teaching, and advocating technology. According to Gaffney, the barriers in implementing technology is multifaceted. From my perspective, teachers have little control over external factors, policy and funding support, however teachers can display positive attitudes while practicing digital use. Gaffney would agree teachers can promote a culture supportive of technology by implementing change in the classroom and being open-minded. After having attended the digital “boot camp”, I plan to recruit others and create a digital learning environment that is positive and open-minded.
7) If you had one more day in the institute, what would you like to learn more about and why? How will you leverage your professional learning network and your new digital literacies to explore your remaining questions over the coming year?
My professional network includes many; my school community, my professional affiliations and my doctoral journey. I am committed to using and learning digital tool while modeling and instructing peers, students and colleagues. If I had one more day, I would have liked to learn about grant writing for digital tools so that I could access technology for my immediate classroom. In general, more time in the Cool Tool sessions would have enhanced my learning curve and reduced my anxiety with the digital technology. For example, I had to attend Google Hangout for a second session because it took me too long to reply to the invite. During the process, Jonathan Friesem assisted me and was very patient. He offered to help me this year and I gladly accepted. Since I am in URI/RIC cohort doctoral, I am fortunate to be one of the many doctoral participants enrolled in this class and will be able to practice my tools with them.
References
Bowker, M. (2010). Teaching students to ask questions instead of answering them. Thought[PM1] & Action,
127-134.
Friesem, J. (Audience), Personal Communication. URI Digital Summer Institute 2013; Panel Discussion. Friesem asked Commissioner of Education, Debra Gist question regarding plans for state in financing digital literacy. July 17, 2013.
Gaffney, M. (2010). Enhancing teacher’s take-up of digital content: Factors and design principles in technology adoption. Education Services in Australia.
Haris, J. & Hofer,M. (2009)Instructional Planning activity types as vehicles for curriculum based-based
TPACK development. IN C.D. Maddux, (Ed). Research highlights in technology and teacher evaluation 2009 (pp. -108)
Rushkoff, D. (2013). Present Shock. Chapter Narrative Collapse, Summary of book and video previews of
book including Present Shock on Colbert Report and Present Shock Explained in 15 minutes
Wiggins, G. (2013, Feb. 8). On genuine vs. bogus inquiry; Using essential questions properly. Blog post on
Granted, and …thoughts on education by Grant Wiggins. Available at : http://grantwiggins.wordpress.com/2013/02/08on-genuine-vs-bigus-inguiry-uisng-eqs-properly/ [PM1]
Dyad 5 : Digital Common Planning Time (DCPT)
Authors: Susan Unger and Patty Murtagh
The purpose of this project is to improve communication and collaboration among special education staff. Please click below to view the project.
Dyad 5
Course Assignment:
Cool Tools Application Plan: Describe the tools and imagine specific application that could be relevant to your learning environment. Describe a lesson or unit plan in which you put at least one of these tools into action as an instructor and foresee having your students (or learners) engaging in activities using these tools for content specific learning.
Cool Tool Review
Opportunities:
Storybird is a digital tool that is mainly utilized as a storytelling device. It can be accessed at http://storybird.com/accounts/signup/. For a minimal fee, created story books can be shared on IPads, published, and printed. Several different accounts are available for students, teachers, and classrooms and a basic account can be installed with no cost. Stories can remain private however publication on social networks is a feature available. Students/authors can compose narrative pieces and illustrate the book by clicking and dragging from an art gallery. Students can work independently or collaboratively on projects using a simple editing feature. Students at various levels can participate and do not necessarily have to be proficient in literacy. Students can use the artwork and verbalize the story line. Organization, coherence, transitioning, and sequencing can be instructed using the editing feature that removes and inserts slides within the page book. Storybird provides a platform for using literary terminology and review. Storybird can provide an exciting alternative in learning and complement lessons in prescribed reading programs, personal literacy plans, and language instruction. Storybird could be used in ESL programs as a medium for storytelling and curating. In utilizing Storybird, educators can effectively address components of the common core standards.
Limitations:
As I considered the potential of Story bird with secondary language learners, I began to think of the advantages bilingual text could provide. Boardmaker is an augmentative device that interprets pictures in many languages. A similar feature for Story bird could benefit ESL classes or foreign language classes. Overall text selection and editing was limiting. I often use these features for emphasis, variation, and exaggeration. The art gallery was limited in choices and styles. During the workshop someone inquired about inserting art and regrettably the response was negative. This seemed unfortunate since student art work could be used. In considering the various types of literature, the selection of art seemed limited in genre. In concluding on a positive note, I was happy that I was able to navigate Storybird on my IPad and laptop with similar ease. In other cool tool workshops, this was not the case (something to do with incompatibility with Java language).
Application:
Using the Flower Model the projected learner outcome would be to develop willful writers with published material that go beyond proficient and extend to community with the purpose of raising funds for summer camp and increasing special education awareness and support.
Cool Tool Storybird Storytelling.
Storybird is easy to use and is an engaging platform for special education students. The students can choose artwork and create a storybook with text that they curate and publish. Another feature is a fundraiser campaign that includes distribution and sales of the finished product. This feature would allow a business /math component to be included into our studies while providing funds and awareness for my students. Imagine the sense of accomplishment students would achieve given this platform.
Learner: Ninth grade IR (intensive resource) English class. Students have low average scores in writing with written scores at fifth grade level ability and poor editing skills. Students are generally artistic and like computers. Background knowledge include training in use of V&V structure cards (Visualize and Verbalize) for enhancing length and content to sentences. Students have been trained in Framing Your Thoughts for producing syntactic structures that support complete sentences. Students participate in card activity and produce spoken sentences however the transfer of skills sets to written expression has been difficult.
Self: co-taught by special educator (teacher of other IR subject content areas) and speech therapist, myself.
Standards: The learner outcome on the students’ IEP: is [W-9-1] Students demonstrate command of the structures of sentences, paragraphs and text by using the general conventions of writing on a variety of topics.
Purpose: Students will be able to transfer the acquired knowledge of FOT and V/V by Lindamood for writing cohesive sentences and paragraphs when creating and synthesizing a short story using Storybird as the medium. Grammar, descriptors, and predicate expanders will be identified in the story. Editing of story will be complete prior to publishing. Us of literary terms, discussion of authorship. Sharing of story and literary review resembling a reading club will be a culminating social event. Pre-planning stage for selling and distribution of books will be carried into math class.
Assessments: Assess baseline for 6 /12 structure cards, most visual and concrete (what, color, size, movement, shape, where). Assess for symbol knowledge of frames (i.e., subject, predicate, descriptors, and 2/4 of predicate expanders (i.e., where and when) using checklist. Use a modified writing rubric for special education population (1-5 with 3 proficient: two drafts with peer collaboration and brainstorm-“think, pair and share”).
Product: Publish story for sharing with class, school, family and community. Also, plan fundraiser using math class time targeting a launch during autism awareness week for the purpose of raising funds for field trips and/or summer program.
Community: Middle and High School and school community.
Task: When activating metacognition thoughts and right and left brain thinking with structure cards, students will identify images producing words that connect with Storybird photo gallery and compose a series of 4-6 verbalizations edited by FOT framework (use FOT edit checklist).
Text : Checklists, cards, model story of finished Storybird, literary terms ( word wall), rubrics.
Pedagogy: Framing Your Thoughts and Lindamood Verbalize and Visualize, graphic supports, transition words cueing for page numeration. “Think, pair and share” brainstorm with peer edit in the form of “What If?” and “What else?”and “KWL” (graphic organizer) .
Tools: Storybird cool tool, structure card prompts using words or colored blocks, checklists, group and peer review, checks and drafts. Literary terms and reflections in group discussions similar using a bbok club model provided by You Tube presentation of Oprah 2.0 digital book club.
My first definition from first day of institute was not posted in “Amazing Narratives” due to a technical issue. Therefore initial copy is pasted below from July 14, 2013. Definition of Digital Media Literacy:
I believe digital literacy can be a safe place to learn and connect. Information in the form of text, sound, and symbols become meaningful and purposeful. Digital literacy seems to be a network of never-ending ending information; a new cultural phenomenon that can be liberating yet anxiety provoking. In an era of medical and technological advances, digital media affords life experiences that ordinarily could be a depravity for people afflicted by disability and illness or isolated by geographic boundaries. Digital media offers choices, perhaps too many. In light of this, digital media can be empowering but with critical pedagogy. I believe digital literacy to be a balance of information technology with a pedagogy that perpetuates critical analysis and creativity in an ethical manner.
Seven Questions:
1) Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
There were many cool tools and as I review the tools, I continue to get creative thoughts. I was registering for the speech and hearing conference in the fall and then I thought, my organization should have a google hangout so we can plan transportation, rooming, and strategize attendance to various workshops. As I created my lesson plan, I thought a digital book club would be a great idea for modeling reading review. Since attending the institute I am constantly finding ways to use digital tools in class and life. I had very little knowledge beforehand. My school had distributed I pads and software has been generously purchased (i.e., Inspiration and Wynn software). However training and technical support is lacking and materials and tools are not implemented. When I read “Enhancing Teacher Takeup of Digital Content” in Australian schools, I connected with the classifications of individuals as Techno-phobe, Techno- skeptic, Techno-phile and Techno-opportunist (Gaffney, 2010). Little is done administratively in examining these positions and therefore there is no digital balance in the school. The students suffer from this inconsistent model and curricula is not equitable. I hope in overcoming my phobia and tech skepticism, I can emerge as a digital leader sharing these tools with my colleagues. Every cool tool I attended at the institute can be used in my school. Also the collaborating and communication tools like wikispace, twitter, and Today’s Meet, for posting the cool and warm, now have a place in my digital inventory.
2) Now that you’ve had this professional development experience, how are you defining “digital literacy”? What is your personal perspective on digital literacy and how has your definition changed or evolved this week? Where possible, make specific connections to readings, conversations, or activities that were especially important to the evolution of your definition of digital literacy.
Digital literacy is a medium for creating, formulating, and restructuring knowledge. The effectiveness of the medium is mediated by the agent. The digital leaders such as the attendees at the institute have a responsibility for using this acquired knowledge for educating and maintaining inquiry that creates new learning in a meaningful manner. Dewey (1927) referred to productive inquiry as a deliberate seeking of what we need in order to do what we want to do what we need to do ( as cited by Hofer, 2009, p.485). The first phase of any inquiry is asking a compelling question. A good question has generality and a common purpose (Bowker, 2010). The agent asks the questions and navigates the tools for gathering and analyzing information. My initial definition of digital literary expressed the power of digital literacy and the overwhelming frustration. From my readings, persons afflicted with these feelings are referenced as a phobic and skeptic. Although I have never doubted digital tools, my lack of knowledge made me skeptical. In the institute several sessions focused on teaching students to question and analyze authenticity as part of their digital media research. Having listened to Doug Rushkoff and read “Narrative Collapse” in Present Shock, I believe the flow of information, in whatever digital media form presented, needs to be critically explored so that we do not succumb to “presentism” (Rushkoff, 2013). As agents we have a transformative responsibility when deciding on the use of digital media and the manner of which we respond.
3) How do digital literacies affect the way you think about academic content? Describe an example of how some specific academic content is affected by changes in the ways we read, write and think with digital media, texts, tools and technologies.
Academic content is effectively taught if students can access and express their learning. In our readings, Socratic teaching was challenged as an ineffective method of teaching questioning (Bowker, 2010). My training as a special educator included differentiated instruction and scaffolded instruction. In the institute, attendees were assigned a compelling question and were instructed to use a new digital media tool. The exercise incorporated linguistic skills, namely Bloom’s taxonomy. Personally this exercise promoted a reversed pyramid of learning and in seeing the end product before acquiring the means was a cognitively stimulating task. Digital literacies combined with this type of pedagogy was intellectually motivating and inculcated the questioning and learning process. The added benefit of collaborating and organizing the various inputs of text, tools and links challenged the traditional and mundane manner of which a learner reads, writes and thinks.
4) How do digital literacies affect teaching practices? What overarching considerations must teachers give, in general, to the interactions of digital literacies and how to teach? Now, focus on your own pedagogical practice. How will your new understanding of digital literacy affect the way you teach? Describe an example of how you will differently employ a specific teaching practice in your own content as a result of what you learned this week.
My teaching practices will include digital media as an alternative learning option for students when accessing and demonstrating knowledge. Since digital media in class instruction is fairly new to many teachers, discussion and design of curriculum needs to be aligned to standards. In our sessions and readings, rubrics and principles provided guidelines and criteria and can be extremely valuable for teachers in this process. The evidence based treatments and pedagogy practiced in my class room will continue to be implemented and generalized with these tools. Considerations, such as students’ preferences and abilities, will be accommodated and modified thereby being responsive to content and digital skills. Similarly digital tools will be interwoven in curricula and common language that are utilized in school practices. For example expository writing can be instructed using the Loilo Notes digital tool. Students can write directions given transition words (i.e., first, then, next, and finally) and complete a four to five step directional narrative. Students can create narrative using personal photographs and background sound. Students can share the pieces by connecting digitally with class mates. Traditionally this task would have been completed using paper, pencil, crayons and Polaroid photographs and duplication for sharing would have been time consuming and the moment of creativity and spontaneity can easily inhibit learning moments.
5) During the week, you were introduced to several concerns and practices around digital literacy, digital pedagogy, social networking, and student voice that are circulating among communities of educators, librarians, and youth media specialists. From your perspective, what promising practices show the most potential? Which specific concerns are most pressing? What key takeaways will you champion in your own work setting (s) so that together, you and your colleagues can (a) implement promising practices and (b) address issues of concern?
Reading text online requires students to employ different critical thinking and reflection. Students need to be thorough in researching websites so that the end product does not lack in analysis, reflection, connection, purpose, and authenticity. Responsiveness to community requires quality authorship and when students have this voice and demonstrate collaboration their message is empowering. The most promising practices are the willingness of educators such as the attendees at the summer institute and their dedication in inserting digital tools into the class room. The most pressing concerns is that digital education is not supported administratively and fiscally in the public schools. When Jonthan Friesem, an institute team member, asked Commissioner of Education, Debra Gist, about funds for digital tools in Rhode Island Public Schools, she validated the need however she did not offer a solution (Institute Panel, Wednesday, July 17, 2013). I met with Debra Gist after the panel discussion and I expressed the lack of administration involvement and leadership at the school level (personal communication, July 17, 2013). She kindly invited me to the Oct 5, 2013 technology conference in preparation of launching Project 24 and encouraged me to bring colleagues and administration from my school. I intend to tweet (using my newly acquired technology) and will accept and extend the invitation to my colleagues. In this manner I hope to address concerns and hope to increase the number of digital leaders by signing up and subscribing for Project 24.
6) Consider the list of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Practices, and Next Steps). First, briefly summarize 1-2 key insights you gleaned from each cluster of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Strategies, and Next Steps). Then, how do you see these insights connecting with ideas and experiences shared during the Institute (especially the Keynote and Digging Deeper Sessions)?
Digital Literacies in Context:
Doug Rushkoff, author of Present Shock, was a captivating speaker and storyteller, his summary video and interview with Colbert reflect his skills. He demonstrated reciprocity and spontaneity while conveying a meaningful message. Since 94% of conversation is conveyed nonverbally, I appreciate his narrative skills and continuously strive to teach these skills. In reading the first chapter of Present Shock, I am extremely concerned regarding “narrative collapse”. I am amazed by his interpretation of television shows and the parallels to time and not timing. Rushkoff explains “presentism” and the difference between time and timing and explores the nature of responsiveness. Doug Rushkoff’s expressed concerns regarding the need to urgently respond to digital media and to seek immediate gratification. I tend to agree with his definition of ADD and that it is a manifestation of overloading and overscheduling. I think teachers and parents need to consider this as an etiology. Although he discussed serious concerns, he expressed benefits of digital tools. For example, he successfully treated his post- traumatic stress disorder (PTSD) when he participated in an experimental virtual tool that reenacted a car accident from his past (Rushkoff, 2010) Finally, Rushkoff stresses that choices enacted by an agent are most important and transformative.
Generating questions:
As an educator I have been focusing on improving questioning as an effort for making good choices. I would like to use digital tools responsibly while encouraging critical inquiry. As a speech pathologist I have used “speech sabotage” which is similar to Socratic questioning. For instance, I would pose a question with multiple choice answers using a ridiculous answer as an obvious incorrect choice. According to Matt Bowker a question centered pedagogy is most effective in asserting critical thinking and problem solving ( Bowker, 2010). Grant Wiggins, after visiting Schools of the Future in NYC, witnessed the essential questions and concluded questioning is the goal in teaching (Wiggins, 2010). In Digging Deeper Sessions, Julie Coiro and Hiller Spires emphasized collaborative probing and brainstorming. For example students employed “think, pair and share” in inquiry based assignments and during the institute creative synthesis teams created a Storify which included individual perspectives. Both pedagogical tasks resulted in inquiry and more investigation. In the exercise, some of us were frustrated as we never resolved an answer but perhaps ending with inquiry was the objective.
Instructional Strategies:
Speech therapists consult with teachers and commonly recommend reauditorization, a strategy that appears consistent with the practice of “think aloud” that is used in reading online text (Coiro, 2011). Reauditorization provides validation of auditory information for both the listener and the speaker. Phonological looping is facilitated resulting in improved auditory recall and memory. In the learning process, auditory attention precedes comprehension and memory and thinking aloud is extremely reminiscent of specific metacognitive interventions. Muscle memory weaknesses presents as motoric apraxia (an inability for sequencing patterns for motor activity) and dysgraphia (a writing disability manifested in content and mechanics). Similarly auditory memory is comprised of neural pathways that can be strengthened by practices such as “think aloud”. Julie Coiro, author of “Reading as Thinking” has identified strategies and methods of instruction in a digital context that exemplify best teaching practices. Her strategies were meaningful and validate the needed intervention in the classroom.
Also instructionally relevant were the three activity models in the TPACK (Technology Pedagogy And Content Knowledge): knowledge building, convergent expression and divergent expression (Haris & Hofer, 2009). In particular the attention to understanding in respect to convergent and divergent expression models is constructive. Many times a class room proficiency assignment is extremely uniform and limiting. Consideration for the students’ preference of expression and uniqueness is extremely important when servicing a population of nonverbal learners and Asperger’s students. In these cases divergent expression recognizes and affords individual perspectives and can be a practical summative assessment. TPACK illustrates various modalities (visual and written) within the integration of technology with pedagogy and curriculum that can be utilized in education. As my students tend to be right brain thinkers, they need to access and express knowledge differently and TPACK affords this opportunity.
*If you are a graduate student, how do these readings connect to ideas in the literature base with which you are engaged?
*If you are a classroom teacher, librarian, or youth media specialist , what connections do you see among the readings themselves and to your experiences during the institute or in your own work setting.
My graduate studies have centered on social skills and self-regulation. Doug RushKoff’s views on the breakdown of narrative skills and “overwinding” validate my research, concerns, findings, and focus. Like Doug, I believe digital tools can be used negligently and responsibly and my intent is to learn and teach technology so that students and staff can practice digital use ethically and comfortably.
In many of the institute’s sessions, there were references to individual’s skill sets. At the Roots Café, Renee had us identify ourselves at the beginning and end of the week. I am a motivator and spirit leader. Another exercise required members to assume roles such as timekeeper, note taker, and provocateur. These roles naturally manifested when teams built a tower with limited resources (Marshmallow Exercise). As a teacher my responsibility will include teaching recognition and importance of individual’s talents for accomplishing teamwork and results. The institute provided and modeled strategies , such as “think, pair and share”, brainstorming, and inquiry, and enacted powerful voices and products. Likewise, I hope to achieve results with students and staff using these practices.
Next Steps:
There are many opportunities as a result of the digital institute. Personally, I have taken the initiative of introducing digital communication in my department and I have subscribed and invited colleagues to the Project 24 which is scheduled for October 5, 2013. As I emerge from being the techno-phobic and techno- skeptic (Gaffney, 2010), I hope to be a digital leader by modeling, teaching, and advocating technology. According to Gaffney, the barriers in implementing technology is multifaceted. From my perspective, teachers have little control over external factors, policy and funding support, however teachers can display positive attitudes while practicing digital use. Gaffney would agree teachers can promote a culture supportive of technology by implementing change in the classroom and being open-minded. After having attended the digital “boot camp”, I plan to recruit others and create a digital learning environment that is positive and open-minded.
7) If you had one more day in the institute, what would you like to learn more about and why? How will you leverage your professional learning network and your new digital literacies to explore your remaining questions over the coming year?
My professional network includes many; my school community, my professional affiliations and my doctoral journey. I am committed to using and learning digital tool while modeling and instructing peers, students and colleagues. If I had one more day, I would have liked to learn about grant writing for digital tools so that I could access technology for my immediate classroom. In general, more time in the Cool Tool sessions would have enhanced my learning curve and reduced my anxiety with the digital technology. For example, I had to attend Google Hangout for a second session because it took me too long to reply to the invite. During the process, Jonathan Friesem assisted me and was very patient. He offered to help me this year and I gladly accepted. Since I am in URI/RIC cohort doctoral, I am fortunate to be one of the many doctoral participants enrolled in this class and will be able to practice my tools with them.
References
Bowker, M. (2010). Teaching students to ask questions instead of answering them. Thought[PM1] & Action,
127-134.
Friesem, J. (Audience), Personal Communication. URI Digital Summer Institute 2013; Panel Discussion.
Friesem asked Commissioner of Education, Debra Gist question regarding plans for state in financing
digital literacy. July 17, 2013.
Gaffney, M. (2010). Enhancing teacher’s take-up of digital content: Factors and design principles in
technology adoption. Education Services in Australia.
Haris, J. & Hofer,M. (2009)Instructional Planning activity types as vehicles for curriculum based-based
TPACK development. IN C.D. Maddux, (Ed). Research highlights in technology and teacher evaluation
2009 (pp. -108)
Rushkoff, D. (2013). Present Shock. Chapter Narrative Collapse, Summary of book and video previews of
book including Present Shock on Colbert Report and Present Shock Explained in 15 minutes
Wiggins, G. (2013, Feb. 8). On genuine vs. bogus inquiry; Using essential questions properly. Blog post on
Granted, and …thoughts on education by Grant Wiggins. Available at :
http://grantwiggins.wordpress.com/2013/02/08on-genuine-vs-bigus-inguiry-uisng-eqs-properly/
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